Clouds
Weathering
Teacher’s Guide
Table of
Contents
Introduction _______________________________________ 3
How to use the CD-ROM _______________________________ 4
Weathering
Clouds
Unit Overview and Bibliography _________________________ 7
Background ___________________________________________ 8
Video Segments ________________________________________ 9
Multimedia Resources ___________________________________ 9
Unit Assessment Answer Key ____________________________ 9
Unit Assessment ______________________________________ 10
Activity One — All Stressed Out _________________________ 11
Lesson Plan ______________________________________ 12
Activity Sheet ____________________________________ 14
Activity Two — Frozen Erosion _________________________ 15
Lesson Plan ______________________________________ 16
Activity Sheet ____________________________________ 18
Activity Three — Saving Faces ___________________________ 19
Lesson Plan ______________________________________ 20
Activity Sheet ____________________________________ 22
Unit Overview and Bibliography ________________________
Background __________________________________________
Video Segments _______________________________________
Multimedia Resources __________________________________
Unit Assessment Answer Key ___________________________
Unit Assessment ______________________________________
Activity One — Cloud Watchers _________________________
Lesson Plan ______________________________________
Activity Sheet ____________________________________
Activity Two — Clouds and Rain ________________________
Lesson Plan ______________________________________
Activity Sheet ____________________________________
Activity Three — Cloud Cover __________________________
Lesson Plan ______________________________________
Activity Sheet ____________________________________
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Introduction
Welcome to the Newton’s Apple
Multimedia Collection™!
Drawing from material shown on
public television s Emmy-awardwinning science series, the multimedia collection covers a wide variety
of topics in earth and space science,
physical science, life science, and
health. Each module of the
Newton’s Apple Multimedia Collection contains a CD-ROM, a printed
Teacher s Guide, a video with two
Newton’s Apple ® segments and a
scientist profile, and a tutorial video.
The Teacher s Guide provides three
inquiry-based activities for each of
the topics, background information, assessment, and a bibliography
of additional resources.
The CD-ROM holds a wealth of
information that you and your
students can use to enhance science
learning. Here s what you’ll find on
the CD-ROM:
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The Newton’s Apple Multimedia
Collection is designed to be used by a
teacher guiding a class of students.
Because the videos on the CD-ROM
are intended to be integrated with
your instruction, you may find it
helpful to connect your computer to
a projection system or a monitor
that is large enough to be viewed by
the entire class. We have included a
videotape of the segments so that
you can use a VCR if it is more
convenient. Although the CD-ROM
was designed for teachers, it can also
be used by individuals or cooperative
groups.
With the help of many classroom
science teachers, the staff at Newton’s
Apple has developed a set of lessons,
activities, and assessments for each
video segment. The content and
pedagogy conform with the National Science Education Standards
and most state and local curriculum
frameworks. This Teacher’s Guide
presents lessons using an inquirybased approach.
If you are an experienced teacher,
you will find material that will help
you expand your instructional
program. If you are new to inquirybased instruction, you will find
information that will help you
develop successful instructional
strategies, consistent with the
National Science Education Standards. Whether you are new to
inquiry-based instruction or have
been using inquiry for years, this
guide will help students succeed in
science.
WE SUPPORT THE
AND
ARDS
NA
TIONAL SCIENCE EDUCA
TION ST
NATIONAL
EDUCATION
STAND
ANDARDS
two full video segments from
Newton’s Apple
The National Science Education Standards published by the Naadditional visual resources for
tional Research Council in 1996 help us look at science education
each of the Newton’s Apple topics
in a new light. Students are no longer merely passive receivers of
background information on
information recorded on a textbook page or handed down by a
each topic
a video profile of a living scientist
teacher. The Standards call for students to become active particiworking in a field related to the
pants in their own learning process, with teachers working as
Newton’s Apple segments
facilitators and coaches.
an Adobe Acrobat ® file containing the teacher s manual along
Newton’s Apple’s goal is to provide you with sound activities that
with student reproducibles
will supplement your curriculum and help you integrate technology
UGather ® and UPresent ®
software that allows you and
into your classroom. The activities have been field tested by a cross
your students to create multimesection of teachers from around the country. Some of the activities
dia presentations
are more basic; other activities are more challenging. We don’t
QuickTime ® 3.0, QuickTime ® 3
®
Pro, and Adobe Acrobat
expect that every teacher will use every activity. You choose the
Reader 3.0 installers in case you
ones you need for your educational objectives.
need to update your current
software
Educational materials developed under a grant from the National Science Foundation — 3
Teacher’s
Guide
We suggest you take a few minutes to look
through this Teacher s Guide to familiarize
yourself with its features.
Using the CD-ROM
When you run the Newton’s Apple CD-ROM,
you will find a main menu screen that allows
you to choose either of the two Newton’s
Apple topics or the scientist profile. Simply
click on one of the pictures to bring up the
menu for that topic.
Each lesson follows the same format. The
first page provides an overview of the activity, learning objectives, a list of materials,
and a glossary of important terms. The next
two pages present a lesson plan in three
parts: ENGAGE, EXPLORE, and EVALUATE.
●
●
●
ENGAGE presents discussion questions to
get the students involved in the topic.
Video clips from the Newton’s Apple
segment are integrated into this section of
the lesson.
Main Menu
Once you have chosen your topic, use the
navigation buttons down the left side of the
screen to choose the information you want to
display.
EXPLORE gives you the information you
need to facilitate the student activity.
EVALUATE provides questions for the
students to think about following the
activity. Many of the activities in the
collection are open-ended and provide
excellent opportunities for performance
assessment.
GUIDE ON THE SIDE and TRY THIS are features
that provide classroom management tips for
the activity and extension activities.
4 — Introduction
Topic Menu
The Background button brings up a short
essay that reviews the basic science concepts
of the topic. This is the same essay that is in
the Teacher’s Guide.
Pla
ying the Video
Playing
The Video button allows you to choose
several different clips from the video segment. We have selected short video clips to
complement active classroom discussions
and promote independent thinking and
inquiry. Each video begins with a short
introduction to the subject that asks several
questions. These introductory clips can
spark discussion at the beginning of the
lesson. The Teacher’s Guide for each
activity presents specific strategies that will
help you engage your students before
showing the video. Each of the individual
clips are used with the lesson plans for the
activities. The lesson plan identifies which
clip to play with each activity.
Video Menu
Once you select a video and it loads, you’ll
see the first frame of the video segment.
The video must be started with the arrow at
the left end of the scroll bar. As you play
the video, you can pause, reverse, or
advance to any part of the video with the
scroll bar. You can return to the Clips Menu
by clicking on the Video button.
Multimedia
Tools
The Newton’s Apple staff has designed a
product that is flexible, so that you can
use it in many different ways. All of
the video clips used in the program are
available for you to use outside the
program. You may combine them with
other resources to create your own
multimedia presentations. You will
find all the video clips in folders on the
CD-ROM. You may use these clips for
classroom use only. They may not be
repackaged and sold in any form.
You will also find a folder for
UGather™ and UPresent™. These two
pieces of software were developed by
the University of Minnesota. They
allow you to create and store multimedia presentations. All of the information for installing and using the software can be found in the folder. There
is an Adobe Acrobat® file that allows
you to read or print the entire user s
manual for the software. We hope you
will use these valuable tools to enhance
your teaching. Students may also wish
to use the software to create presentations or other projects for the class.
Educational materials developed under a grant from the National Science Foundation — 5
Technical
Information
Refer to the notes on the CD-ROM case
for information concerning system requirements. Directions for installing and
running the program are also provided
there.
Make sure you have the most current
versions of QuickTime® and Adobe
Acrobat® Reader installed on your hard
drive. The installation programs for
QuickTime 3, QuickTime Pro, and
Acrobat Reader 3.0 can be found on the
CD-ROM. Double-click on the icons
and follow the instructions for installation. We recommend installing these
applications before running the Newton’s
Apple Multimedia program.
Integra
ting
Integrating
Multimedia
We suggest that you have the CD-ROM
loaded and the program running before
class. Select the video and allow it to load.
The video usually loads within a couple of
seconds, but we recommend pre-loading
it to save time.
All of the video segments are captioned in
English. The captions appear in a box at
the bottom of the video window. You can
choose to play the clips in either English
or Spanish by clicking one of the buttons
at the bottom right of the screen. (You can
also choose Spanish or English
soundtracks for the scientist profile.)
The Resources button provides you with
four additional resources. There are
additional video clips, charts, graphs, slide
shows, and graphics to help you teach
the science content of the unit.
Trouble
Shooting
There are several Read-Me files on the
CD-ROM. The information found there
covers most of the problems that you
might encounter while using the program.
6 — Introduction
Resources Menu
The other navigation buttons on the left
side of the window allow you to go back
to the Main Menu or to exit the program.
Weathering
Teacher’s Guide
You Crack Me Up!
What is weathering and how does it affect rock?
What natural forces are threatening Mt. Rushmore?
What steps are scientists taking to preserve this
landmark?
Themes and Concepts
l
l
l
l
erosion
physical weathering
rock classification
physical changes in matter
National Science Education Standards
Content Standard A: Students should develop abilities necessary to
do scientific inquiry.
Content Standard B: Students should develop an understanding of
properties and changes of properties in matter.
Content Standard D: Students should develop an understanding of
the structure of the earth system and earth’s history.
Activities
1. All Stressed Out—Approx. 20 min. prep; 60 min. class time over 2 days
What special properties of granite are contributing to the break-up of
Mt. Rushmore? Students compare igneous and sedimentary rock and
discover why rocks are susceptible to weathering. Students also learn
about the power of freezing water and its potential for cracking things
up.
2. Frozen Erosion—Approx. 20 min. prep; 45 min. class time over 2 days
How is water a threat to rock? Using some simple test materials,
students discover what happens to the volume of water when it
changes from a liquid to a solid. They calculate the expansion rate of
water when it freezes and learn how water can affect solid rock.
3. Saving Faces—Approx. 20 min. prep; 3 - 4 class periods over several days
What is the best way to keep Mt. Rushmore from losing face? What
types of adhesive work best to seal up the cracks in rock? Using
different types of sealants, students will do their own tests to see
which takes a licking but keeps on sticking!
More Information
Internet
Newton’s Apple
http://www.ktca.org/newtons
(The official Newton’s Apple web site with
information about the show and a searchable database of science ideas and
activities.)
South Dakota — The Mt. Rushmore
Home Page
http://www.state.sd.us/tourism/rushmore/
rushmore.html
(A great source of information on the history
of Mt. Rushmore. Loaded with pictures and
graphics!)
USGS — Collecting Rocks
http://pubs.usgs.gov/gip/collect1/
collectgip.html
(Describes the 3 major types of rocks and
how to identify and collect them.)
Chinese University of Hong Kong — Tell
the students that there is constantly at least
a thin layer of water at the base of a glacier.
Building on Slopes
http://www.arch.cuhk.edu.hk/people/
patrick/slope/background_information/
soil&rock.htm
(Learn about how rocks form, the rock
cycle, soil and more.)
Internet Search Words
Mt. Rushmore
weathering
erosion
geology
Educational materials developed under a grant from the National Science Foundation — 7
Mt. Rushmore
Books and Articles
Coch, Nicholas and Ludman, Allan.
Physical Geology. NY: Macmillan Publishing Co., 1991. (A super text with a great
introduction to geological processes.)
Doherty, Craig and Doherty, Katherine.
Mount Rushmore. Woodbridge, CT:
Blackbirch Press, 1995. (A nice overview of
the history of Mt. Rushmore and local
environment.)
“Mount Rushmore Memorial Is Showing
Signs of Old Age,” Earth Science Magazine.
Spring 1988, v. 41, n. 1, p7 (A great
reference explaining the problems with
physical weathering on the mountain and
what scientists are trying to do to combat it.)
Jackson, Donald. “Gutzon Borglum’s Odd
and Awesome Portraits in Granite,”
Smithsonian Magazine. Aug 1992, v 23, n 5,
p 64-75 (A good overview of the history of
Mt. Rushmore.)
Pisik, Betsy. “Help Is At Hand as Rushmore
Cracks,” Insight Magazine. Oct. 1, 1990, v. 6
n. 40, p 56. (A discussion of the problem
and solution to Mt. Rushmore’s break up.)
Video
3-2-1 Classroom Contact: Earth Is Change
Available from Great Plains National
(A good overview of the forces that shape
the earth, including erosion and weathering.)
Software
Newton’s Apple: What’s the Secret? Vol. 2
(from 3M Learning Software)
Available from Great Plains National
(Contains an excellent section on adhesives and what makes glue work.)
Community Resources
Stone quarry
Local college or university geology
department
Agricultural extension service
Mt. Rushmore National Memorial Society
825 St. Joseph Street,
Suite 21769-3187
PO Box 1066
Rapid City, SD 57709
8 — Weathering
Background
From a distance, there are few monuments in the world as impressive as Mr.
Rushmore. Carved in the solid granite bedrock of South Dakota’s Black Hills,
the massive busts of presidents George Washington, Thomas Jefferson,
Abraham Lincoln, and Theodore Roosevelt stand as impressive American
symbols.
Despite its imposing appearance, Mt. Rushmore is in trouble. More than 144
large cracks have developed on the faces of the sculpture, caused by several
natural forces that are combining to threaten the historic landmark. The
problem begins with the type of rock that was carved and chiseled into the
famous faces.
Originally suggested by Doane Robinson of the South Dakota State Historical
Society in 1923, American sculptor Gutzon Borglum began work on the
granite monument in 1927. He and his crew of about 400 stone cutters used
dynamite, rock drills, and chisels to create the presidential faces, which are
between 15 and 21 meters tall. The work was completed in 1941.
The site was chosen because granite is a hard rock that is excellent for sculpting.
But the evolution of the Black Hills resulted in unforeseen problems that are
plaguing Mt. Rushmore. The Black Hills formed many millions of years ago
when a large subsurface mass pushed rocks in the region almost straight up,
like a piston moving upward in an engine. Called “domed mountains”
because of their rounded shape, the upper layers of the Black Hills have all but
worn away, leaving the solid granite mountain cores exposed to the surface.
More than 60 million years ago, these rocks were a pool of molten magma
lying some 1800 meters below the surface of the earth. As the magma cooled,
the minerals that make up the rock slowly grew together in to a massive,
tightly packed network. Because they formed at great depths, the minerals
crystallized under tremendous pressure. Now that they are at the surface, the
pressure is gone. Like coiled springs, the minerals are literally popping out of
the rock. The process, called exfoliation, is what causes the many cracks on
Mt. Rushmore’s surface.
Once a crack develops, even a tiny one, water seeps in and freezes in winter
weather. As the water freezes, it expands and exerts tremendous pressure on
the surrounding rock. This process, called frost wedging or hydrofracturing,
widens the cracks. Then even more water seeps in, freezes, and widens the
crack further. To stop this cycle of slow destruction, scientists and engineers
are using computers to help identify the biggest cracks. They are experimenting with special silicone fillers and adhesives to repair the cracks at Mt.
Rushmore. The best scientists can hope to do is slow down the weathering
process.
How long will the presidents look down from their lofty summit? Only
Mother Nature knows for sure.
Video & Stills
Video Segments
Introduction
36:19 to 36:46—SuChin Pak reminds us that “water
beats rock,” in an introduction to the erosive power
of water. (27 sec.)
Video Clip 1
Video Clip 3
36:51 to 38:32—Peggy Knapp goes over the heads of
the presidents to discover that Mt. Rushmore isn’t
as solid as it appears to be. (1 min. 41 sec.)
41:03 to 42:49—A few drops of water can eventually lead
to disaster for a granite monument. (1 min. 46 sec.)
Video Clip 2
Video Clip 4
38:43 to 41:03—Geologist Kirby Mellegard delivers a
crushing blow to pieces of sandstone and granite.
(2 min 20 sec.)
42:50 to 44:21—Peggy Knapp helps engineer Karl
Bachman make repairs on Mt. Rushmore. (1 min. 31 sec.)
Additional Resources
Button A
Button C
Video: “Can Plants Break Rocks,” a Newton’s Apple
Science Try-It about how plants can contribute to
weathering.
Video: Animation of how pot holes form
Button D
Button B
Video: Animation of ice wedge breaking rock
Slide Show: Photographs showing the results of acid
rain
Unit Assessment Answer Key
The Unit assessment on the following page covers the basic concepts presented in the video segment and the
Background section in this guide. The assessment does not require completing all of the activities. However,
students should view the complete Newton’s Apple video before doing this assessment. The Unit Assessment
may be used as a pre- or post-test. There is additional assessment at the end of each activity.
Think about it
1. Granite was formed under great pressure deep
below Earth s surface. When the dirt and stone
around the granite erodes away, leaving the
granite bare, the granite is no longer under
pressure and can expand and crack.
2. When water freezes, it expands. When water
seeps into the cracks in granite and freezes, it
opens the cracks even more and causes increasing
damage.
3. The cracks are being filled and covered with an
adhesive to prevent water from seeping into
them.
4. Granite is among the strongest of rocks.
5. Sandstone forms when a body of water leaves
sand deposits, and minerals in the ground water
bond the sand together.
What would you say?
6. a
7. c
8. c
9. a
10. b
Educational materials developed under a grant from the National Science Foundation — 9
Unit Assessment
What do you know
about Weathering?
Write the answers in your journal or on a separate piece of paper.
Think about it
1. What natural force caused the granite rock from
which Mt. Rushmore is carved to develop its
original cracks?
2. How does water help speed up the cracking
process?
4. How does the strength of granite compare with
other rock types?
5. How does sandstone form?
3. What techniques are being used to slow down the
natural weathering process of the mountain?
6. When water changes from a liquid to a solid, what
happens to its volume?
a. It increases by about 10 percent.
b. It decreases by about 10 percent.
c. It doubles in size.
d. It stays the same.
7. Granite is classified as a(n) ____________ rock.
a. metamorphic
b. sedimentary
c. igneous
d. crystalline
8. What is causing the initial cracks to form on the
surface of Mt. Rushmore?
a. Damage caused by blasting when the monu
ment was carved.
b. The expansion of the rock caused by heating.
c. The expansion of the rock caused by the
release of pressure.
d. The freezing of the rock in the winter.
10 — Weathering
9. What type of material seems to work best at
sealing the cracks on the mountain?
a. A material that is waterproof and flexible and
that expands and contracts with temperature
changes.
b. A material that is sticky and water soluble.
c. A material that is very rigid so that it does not
shrink and swell.
d. A waterproof concrete because it’s made of
rock.
10. Sealing the cracks in Mt. Rushmore is necessary
to—
a. keep ice from entering the rock.
b. prevent water from seeping into the cracks.
c. reduce damage to the monument from the
wind.
d. stop heat from pulling the granite apart.
Copyright © Twin Cities Public Television & GPN. Permission granted to reproduce for classroom use.
What would you say?
Activity 1
All Stressed Out
What is granite? How is it different from sandstone? What makes granite crack?
What happens to a rock under pressure? What factors help control how stress
cracks develop in a rock?
Getting Ready
Overview
Students learn about important characteristics of freezing water—the
expansion it undergoes and the potential strength it has. Students
simulate the eroding power of ice on rock, using a water balloon and
plaster of Paris.
Objectives
After completing this activity, students will be able to—
l explain the difference between the way igneous and sedimentary
rocks form
l explain how stress inside a granite leads to fractures on the
surface
l discuss the advantages and disadvantages of monuments made
from granite
Time Needed
Important Terms
exfoliation — The process where outer
layers of rock crack and break off.
igneous — A type of rock formed from
the cooling of lava or magma; granite is
an igneous rock.
magma — Hot melted rock material
below Earth’s surface.
metamorphic — A type of rock formed
under great pressure and heat.
sedimentary — A type of rock formed
from the bonding of sand and other rock
fragments; sandstone is a sedimentary
rock.
Preparation: Approx. 20 min.
Classroom: 2 sessions approx. 30 min. each
Materials
For the teacher:
l large sample of granite
l large sample of sandstone
l hammer
l wooden board
l protective goggles
l old towel
l thick foam rubber pillow
l 5 or 6 heavy books
For each group of students:
l samples of sandstone and granite
l magnifiers for each student
l plastic disposable soup or salad bowl
l 2 plastic teaspoons
l small balloon and water to fill it
l enough plaster of Paris and water to make a pint of the hardening paste
l thread
l 1-pt. milk carton
Educational materials developed under a grant from the National Science Foundation — 11
Weathering
Video Clip 1
36:51 to 38:32—Peggy Knapp goes
over the heads of the presidents to
discover that Mt. Rushmore isn’t as
solid as it appears to be. (1 min. 41 sec.)
Video Clip 2
38:43 to 41:03—Geologist Kirby
Mellegard delivers a crushing blow to
pieces of granite and sandstone.
(2 min. 20 sec.)
Guide on the Side
l You may wish to begin the lesson
by viewing the Introduction from the
Video Menu on the CD-ROM [36:19 36:46]. Find out what students
already know about weathering. As a
class, discuss the questions posed by
SuChin Pak.
l If your sandstone is extremely
well-cemented with silica, (or if your
granite is fractured), the sandstone
may be more resistant to smashing
than the granite. If the sandstone is
too resistant, try substituting a piece of
concrete block or chalk.
l You might want to introduce
several different types of rock samples
and have students compare their
properties. Do all sedimentary rocks
exhibit the same type of structure?
What about igneous and metamorphic
rocks?
l Tell students to get all of the air out
of the balloon before tying it with the
thread.
l Make sure the plaster of Paris
block is completely hardened before
placing it in the freezer. Otherwise the
water may be able to expand and not
crack or break the block.
l If time allows, you may wish to
have students view the entire
Newton’s Apple video segment on
weathering.
12 — Weathering
Here’s How
Preparation
l Set up the computer to play the CD-ROM (or set up the VCR
and cue tape).
l Gather the materials for each team of students.
l Make a copy of Activity Sheet 1 for each student.
l Review the information in the Background on page 8.
Engage (Approx. 15 min.)
Hold up samples of granite and sandstone, or pass them around the
class and let students feel their texture and weight. Ask your students
which type of rock is stronger.
Have the students watch as you hit each of the samples with a hammer. Put on your protective goggles, wrap the first sample in a towel,
place it on a board on the floor and hit it several times with the
hammer. Repeat the experiment with the second sample and ask the
students to compare the results. (The sandstone should break up but
the granite should only be slightly damaged.) Pass out pieces of each
sample to each student group and ask them to look for clues as to why
one rock is stronger than the other. (The granite is made of tiny
crystals fused together, while the sandstone is made from individual
grains of sand bonded together. Under normal circumstances, granite
is much harder than sandstone.)
Explain that because of its strength, granite was considered to be an
excellent stone for a monument like Mt. Rushmore, but scientists
have found some problems with the monument. Show Video Clip 1
[36:51 to 38:32]. Ask students what they think is causing the cracks in
the monument. Accept all answers.
Show Video Clip 2 [38:43 to 41:03]. Place the foam rubber pillow on a
desk in the front of the room and place five or six books on top of it
so that it compresses. Explain that the pillow is a model for granite
from which Mt. Rushmore is carved. When the granite formed, it
was deep below the surface under tremendous pressure from the rock
and dirt above it. Remove the books one at a time, and ask students
to describe what happens. (The pillow expands.) Ask what process
removing the books represents? (Erosion of the surface rocks.)
Ask students about the differences between granite and sandstone.
How do the two types of rock form? Ask students which type of
rock they think would be better for a monument like Mt. Rushmore.
Why? (Both types of rock have disadvantages. Sandstone is soft and
can be eroded by wind and water. Granite cracks and exfoliates.)
Activity 1
(Approx. 30 min first class; 30 min. second session)
Tell students they are going to simulate the expanding and cracking
processes that are involved in the erosion of Mt. Rushmore.
Explore
Have the class work in small groups. Have them fill a small balloon
with water so that it expands to a diameter of 3 cm. Have them tie the
neck of the balloon with a piece of thread, leaving a remaining thread
about 10 cm long. Next, tell students to prepare plaster of Paris
according to instructions on the package. Have one student in each
group use the string on the balloon to lower it into a one-pint milk
carton. While holding onto the string, another student pours plaster
of Paris over the balloon, filling up the carton. Care should be taken
that the balloon remains near the center of the plaster of Paris. Set the
milk carton aside and allow the plaster of Paris to harden.
When the plaster of Paris has completely hardened, have students
separate it from the carton, and set the plaster of paris in the freezer.
Have students predict what will happen.
The following day, students should remove their blocks from the
freezer and make observations.
Try This
Research different sculpting techniques. How does the rock that Mt.
Rushmore is made of compare to the
stone used in other great monuments,
such as the Great Sphinx, sculptures by
Michaelangelo, or other great works?
Are other sculptures experiencing
similar problems?
Assemble a rock collection of samples
from your area and try to identify what
types of rock they are. See how many
different rock types you can come up
with and group them according to their
origin. Include sedimentary, metamorphic, and igneous rocks in your
collection. Do any of the samples show
the same characteristics as the Mt.
Rushmore granite?
Evaluate
1. Explain the differences in the ways that sedimentary and igneous
rocks form. Based on these differences, why is the granite usually a
much stronger rock than sandstone? (Granite is fused with minerals
under extreme heat and pressure. Sandstone is bonded with bits of
sand and minerals.)
2. When dirt is removed by erosion from an igneous rock, what
happens to the pressure on the minerals inside the rock? How does
this lead to cracking of the surface? (The pressure on the rock is
released, resulting in a pulling apart and the appearance of cracks.)
3. Based on your observations and activities, why would it be unwise
to use a rock such as Mt. Rushmore granite as a structural element in a
building? (If the granite cracked, it could make the building structurally weak.)
Educational materials developed under a grant from the National Science Foundation — 13
Activity Sheet 1
all stressed out
Name ______________________________________
Class Period ___________
Wha
t you’re going to do
What
You re going to explore and test properties of water as it freezes.
Ho
w to do it
How
1. Work in small groups. Put enough water in
a balloon so that the balloon expands to a
diameter of about 3 cm. Make sure there is no
air in the balloon, then tie the neck with
thread, leaving a
piece of thread
about 10 cm in
length .
2. Next, prepare plaster of
Paris according to
instructions on the
package. One student
in each group uses the
thread to lower the
balloon into a one-pint
milk carton. As the string is being held,
another student pours plaster of Paris
over the balloon, filling up the carton.
Care should be taken that the balloon
remains in the center of the plaster of
Paris. Set the milk carton aside for the
plaster of Paris to harden.
3. When the plaster of Paris has hardened,
separate the carton from the plaster of Paris,
and set the plaster of Paris block in a freezer.
After 24 hours, remove the block from the
freezer and record your observations.
Recor
ding your da
ta
Recording
data
In your journal write down
information about your
predictions and observations.
What do you predict the ice
will do when it is frozen in the
hardened plaster of Paris?
What led you to make that prediction?
After you take the block from the
freezer, write down your observations. You may also wish to make a
sketch of the block.
Wha
t did you find out?
What
What happened to the plaster of Paris block?
Why?
Did your observations match your prediction? Explain.
Compare your results with other groups
results. How did they differ? What factors
might have contributed to the different
results?
14 — Weathering
Copyright © Twin Cities Public Television & GPN. Permission granted to reproduce for classroom use.
Activity 2
Frozen Erosion
What happens to the density of water when it freezes? What happens to the volume
of water when it changes from a liquid to a solid? Does water behave like other
liquids when it changes from a liquid to a solid? How can ice help break up a rock?
Getting Ready
Important Terms
Overview
Students discover the properties of water and ice, including how the density
of water changes when it freezes. Based on the formula for density, students
draw conclusions about the changes that occur when water goes from a
liquid to a solid. Students calculate the percent of change in density of water
as it freezes.
Objectives
After completing this activity students will be able to—
l explain frost wedging and how contributes to the break up of rock
l explain the relationship of volume and mass to density
l calculate a change in volume as a percentage
density — The mass of an object
divided by its volume.
expansion — The enlargement of an
object.
frost wedging — Water freezing inside
an object and expanding so it splits the
object apart. Frost wedging is also
called hydrofracturing.
Time Needed
Preparation: Approx. 20 min.
Classroom: Approx. 45 min. over two days
Materials
For the teacher:
l 100 ml beaker containing 50 ml of water
®
l 100 ml Pyrex beaker containing 50 ml of melted paraffin wax
l hot plate
l some ice cubes
l oven mitt
l pot holder
l small 1 cm cube of wax (paraffin)
l freezer
For each group of students:
l 50 ml of water
l 50 ml of vegetable oil
l scale or balance to determine the mass of the oil and water
l 2 plastic 100 ml graduated cylinder
l plastic food
l rubber bands
l marker
l calculator
l crayon or grease pencil
l masking tape
Educational materials developed under a grant from the National Science Foundation — 15
Weathering
Here’s How
Video Clip 3
41:03 to 42:49—A few drops of water
can eventually lead to disaster for a
granite monument. (1 min. 40 sec.)
Guide on the Side
You may wish to begin the lesson
by viewing the Introduction from the
Video Menu on the CD-ROM [36:19 36:46]. Find out what students
already know about weathering. As a
class, discuss the questions posed by
SuChin Pak.
l
If plastic graduated cylinders are
not available, try 7-oz., transparent,
plastic drinking cups. To calibrate
them, use a single graduated cylinder
and pour water into the cup 10 ml at a
time. After each 10 ml is added, use a
permanent marker to mark the water
level on the outside of the cup.
Calibrate the cup to at least 70 ml.
l
You may need to help some
students with calculating the percent
of volume change and using the
formula for density.
l
There is an animation of ice
wedging on the CD-ROM at Resource
Button B.
l
If time allows, you may wish to
have students view the entire
Newton’s Apple video segment on
weathering.
l
16 — Weathering
Preparation
l Set up the computer to play the CD-ROM (or set up the VCR
and cue tape).
l Gather the materials for each team of students.
l Make a copy of Activity Sheet 2 for each student.
l Review the information in the Background on page 8.
l Before class, set up a Pyrex beaker with paraffin on a hot plate
and heat it over a low heat so that the wax is liquid when the
class begins.
(Approx. 15 min.)
Show your students the beaker of melted wax and the beaker of water.
Ask them to predict what the ice will do when you drop several cubes
into the water. (The ice will float.) Put the ice in the beaker of water to
show students they were correct. Ask the students what will happen
when you drop a solid piece of wax into a beaker of liquid paraffin.
(The wax will sink.) Ask students for reasons. Accept all suggestions.
What property of matter does this demonstrate? (density) Based on this
demonstration, ask students what they can conclude about the density
of ice as compared to liquid water? (The density of water is greater than
the density of ice because the ice floats.)
Engage
Show Video Clip 3 [41:03 to 42:49] and ask students what happened to
the water so that it could break the granite cylinder. Explain to students
that the break-up of rock by ice is a form of physical weathering called
frost wedging or hydrofracturing. When ice freezes, it expands and the
force of expansion is enough to push the granite apart.
Explore
(Approx. 10 min. day one; 20 min. day two)
Day One
Tell students that they are going to explore the change in density of water and
oil when they freeze.
Have students work in small groups. Each group uses a balance to determine
the mass of exactly 50 ml oil and 50 ml of water. Students should find the mass
of the graduated cylinders, then pour in 50 ml of liquid, then find the mass
again. By subtracting the larger mass from the smaller, student will determine
the mass of the contents. 50 ml of water equals 50 grams of mass. After recording the information, they should cover the tops of the cylinders with plastic
food wrap, securing the wrap tightly with a rubber band. Ask them why they
are sealing the containers? (To eliminate any possibility of evaporation.)
Have students label the containers with the name of their group, and then place
the cylinders in a freezer. Tell students that they will observe the cylinders after
the cylinders have been frozen overnight to find out whether there are any
changes.
Activity 2
Day Two
Have students remove the containers from the freezer and write
down their observations on their activity sheet. Have them record the
height of the ice and oil and calculate any percent change in volume
for the both substances.
Next, using the formula for density, they should calculate the density
of the water and oil before and after freezing.
Write the formula for density on the board: density = mass/volume
Evaluate
1. Based on the video and your experiment, why don’t bottlers of soft
drinks fill bottles all the way to the top.
(Space is left for the liquid to expand if it freezes.)
2. In the video, why did only the bottom of the granite plug crack
when the researcher put liquid nitrogen on it?
(The top portion of the ice could expand upwards; the bottom
portion had no where to expand except out.)
3. Why is it a good idea to insulate water pipes in houses in the winter
in cold areas?
(Frozen water expands, which can burst the pipes.)
Try This
What happens to wax when it turns into
a solid? Record the volume of liquid
wax in a beaker. Allow the wax to cool
in the beaker so that it turns solid. What
is the quantity now? Does it behave the
same as water?
In Alaska, one of the biggest problems
in building construction is permafrost—
ground that is permanently frozen yearround. Investigate permafrost and find
out what special problems it causes in
cold parts of the world. What methods
do engineers use to avoid problems
that permafrost can cause?
In cold areas of the United States, such
as New England and the north central
part of the country, potholes often form
in streets in spring. What causes pot
holes to form and how does this
phenomenon relate to what’s happening at Mt. Rushmore? You can find an
animation of this process at Resource
Button C on the CD-ROM. Check out
structures, tombstones, and natural rock
outcrops in your area to see if you can
find any evidence of frost wedging.
Educational materials developed under a grant from the National Science Foundation — 17
Activity Sheet 2
frozen erosion
Name ______________________________________
Class Period ___________
Wha
t you’re going to do
What
You re going to investigate changes that occur to liquids when they are frozen.
Ho
w to do it
How
1. Work with a small group of classmates. Determine the mass of 50 ml of oil and 50 ml of water.
(Measure the mass of the graduated cylinder before and after exactly 50 ml of oil has been added.
The mass of 1 ml of water is 1 gram.) Pour exactly 50 ml of water and 50 ml of oil into separate
graduated cylinders or plastic cups and cover them with a piece of plastic food wrap, securing it
tightly with a rubber band. Label the cylinders with the name of your group, and then place the
cylinder into a freezer overnight.
2. On the second day, remove the cylinders from the freezer and record the volume of both sub-
stances. Next, calculate the percent change in volume. Using the formula for density, calculate the
density of both substances before and after freezing.
density = mass/volume
Recor
ding your da
ta
Recording
data
Create a data table in your journal that includes the following information for the oil
and water.
Mass: __________ grams
Volume before freezing: __________ ml
Volume after freezing: ____________ ml
Percent of volume change: __________%
Calculate any change in density for the two
substances after freezing.
Wha
t did you find out?
What
What is the percent change in the volume of
water when it went from liquid to solid?
How does this compare to the value for the
expansion of water presented on the video?
Did the density of the water or oil change
when it was frozen? Explain.
Did the mass of either substance change after
it froze? Why or why not?
18 — Weathering
Copyright © Twin Cities Public Television & GPN. Permission granted to reproduce for classroom use.
Activity 3
Saving Faces
What works best to keep water out of cracks in granite? How do adhesives work and how are they different
from each other? What type of adhesive works best to seal cracks in rock? How can you test a sealant for its
durability?
Getting Ready
Important Terms
Overview
Students explore how various adhesives react to the environment. They will
come up with a way to test the performance of different adhesives and
sealants under a variety of environmental conditions.
Objectives
After completing this activity students will be able to—
l explain how environmental changes may affect the performance
of different adhesives
l observe how changing conditions affect the behavior of matter
l demonstrate how to conduct an objective test to compare two
samples
epoxy — An adhesive polymer that is
very durable and very strong.
linseed oil — An oil made from the flax
plant that is used as a solvent in paints
and adhesives.
silicone — A compound containing
polymer that is very stable and flexible,
making it an excellent sealant.
spackling compound — A watersoluble adhesive made from plaster
that is used to patch holes in walls.
Time Needed
Preparation: Approximately 20 min.
Classroom: Four class periods
Materials
For the teacher:
l standard brick
l standard brick that has been painted with silicone sealant (Thompsons
Water Seal or similar product)
l 2 cups of water
l 2 aluminum cake pans
l freezer or a cooler full of ice
l portable hair dryer
For each group of students:
l small (3 oz.) paper cups
l 500 ml of clean, dry sand
l bottle of white glue
l small container of spackling compound
l container of epoxy adhesive (two part epoxy)
l small tube of silicone sealant (GE silicone II caulk or similar product)
l 8 coffee stirrers or craft sticks
l 4 plastic teaspoons
l magnifying glass
l marking pen and labels or masking tape
l watch with a second hand
l graduated cylinders
Educational materials developed under a grant from the National Science Foundation — 19
Weathering
Here’s How
Video Clip 4
42:50 to 44:21—Peggy Knapp helps
engineer Karl Bachman make repairs
on Mt. Rushmore. (1 min 31 sec.)
Guide on the Side
l You may wish to begin the lesson
by viewing the Introduction from the
Video Menu on the CD-ROM [36:19 36:46]. Find out what students
already know about weathering. As a
class, discuss the questions posed by
SuChin Pak.
l This is a very open-ended activity.
You may have to work with some
groups to help them design their own
procedures.
l Remind students to follow good
laboratory procedures and eliminate
as many variables as possible in each
of their tests. They should design their
tests so that they are comparing the
same variables with each sealant.
l The activity is designed to be
conducted over several days. It is a
good idea to have groups prepare
their samples on a Friday, so that they
have time to set up and cure over the
weekend. It is best to allow three days
between the time the samples are
made and when they are used.
l How would ordinary concrete work
as a sealant? If possible, take a field
trip and look for cracks in buildings or
sidewalks that have been patched
with concrete. Look for evidence of the
effectiveness of the concrete to keep
water out of the cracks.
l If time allows, you may wish to
have students view the entire
Newton’s Apple video segment on
weathering.
20 — Weathering
Preparation
l Set up the computer to play the CD-ROM (or set up the VCR
and cue tape).
l Gather the materials for each team of students.
l Make a copy of Activity Sheet 3 for each student.
l Review the information in the Background on page 8.
(Approx. 15 min.)
Three days before the class, coat a brick with a waterproof sealant.
Engage
Explain to the students that they are going to witness a slightly drippy
demonstration of molecular bonding. Invite two students to come
forward. Place the sealed, waterproof brick and an unsealed brick on
an aluminum cake pan and give each student approximately 10 ml of
water. Ask them to slowly pour half of the water onto the middle of
each brick and observe what happens. Why does the water seep into
one brick and not the other? (The water will run off the sealed brick
and it will seep into the unsealed brick.)
Explain that scientists at Mt. Rushmore are looking for ways to seal
cracks that fill with water; when the water freezes, the cracks open
wider. Ask the students to think about some of the materials that they
might use to a seal cracks on the faces of the presidents. List responses
on the board. Accept all answers.
Show Video Clip 4 [42:50 to 44:21]. Discuss some of the sealants used
on the monument in the past and their effectiveness. Discuss the
environmental conditions that must be considered in finding the
perfect sealant. Make sure to mention things like heating and cooling;
expansion and contraction; wet and dry periods; and other variables.
(four class periods)
Session One
Have the students work in small groups. Tell them that they are going
to devise a test to evaluate the ability of different adhesives to seal out
water and to hold up under different environmental conditions. Tell
them that you have a variety of adhesives available—white glue,
epoxy, spackling compound, and silicone sealant. Explain that they
should test at least three of them. The tests should be the same for
each of the adhesives. Tell students that the test must include temperature differences—heating and freezing. They can use the cups, sand,
water, and other materials you provide to devise their tests.
Explore
They should create a written plan that describes their procedure and
how they will evaluate the different adhesives.
Activity 3
Session Two
All of the adhesives require time to dry, set up, or cure. Session Two
should be spent spreading the adhesives on the sand in the cups (or
preparing other tests students devise).
Sessions Three and Four
Students should perform their tests and gather data.
After groups have performed their tests and evaluated their data, they
should present the information to the class.
Discuss differences in procedures and results from different groups.
Discuss some of the possible reasons for the different findings. Ask
students to describe the properties of the different adhesives.
Evaluate
1. In addition to being waterproof, what special properties would be
needed for an effective sealant for the cracks on Mt. Rushmore? (The
sealant has to be able to withstand heat and cold.)
2. What are some of the effects that freezing and thawing might have
on a sealant. (Freezing and thawing may make an ineffective sealant
shrink, allowing water into the cracks.)
Try This
Sealing cracks to keep the water out
has been an age-old problem in any
construction involving stone. Years ago,
people used a variety of natural oils as
sealants, which have since been
replaced by synthetic chemicals. Use
the library or the Internet to find out
what materials were used in the past
and what may have replaced them.
Use your freezer at home to test the
effectiveness of adhesives. Design an
experiment that involves an adhesive
being placed in a freezer overnight to
test its effectiveness in low temperatures. Repeat this procedure two or
three more times and report back to the
class on the condition of each of the
samples.
3. Why would it be a bad idea to simply pour concrete into the cracks
on Mt. Rushmore? (Concrete is porous and doesn’t expand and
contract at the same rate as granite; as a result, the concrete would
crack.)
Educational materials developed under a grant from the National Science Foundation — 21
Activity Sheet 3
saving faces
Name ______________________________________
Cl
assPeriod ___________
ClassPeriod
Wha
t you’re going to do
What
You re going to design a way to test a variety of adhesives to find out which holds together best
under different environmental conditions.
Day Two
Ho
w to do it
How
3. Follow your plan and
You will be working with a group over a
period of several days.
Day One
1. Devise a test to evaluate the ability of
different adhesives to seal out water and to
hold up under different environmental conditions. Test at least three of these adhesives—
white glue, epoxy, spackling compound, and
silicone sealant. The tests should be the same
for each of the adhesives.
The
test must include temperature differences—heating and
freezing. You can
use the cups, sand,
water, and other
materials your
teacher has provided for your tests.
2. Create a written plan that describes your
procedure and how you will evaluate the
different adhesives.
prepare your samples for
testing. Most adhesives
need some time to
harden, set up, or cure.
Follow the suggestions on
the product you are
testing.
Days Three and Four
4. Perform your tests,
gather data, and evaluate the
data. Record this information
in your journal. Be prepared to
present your findings to the class.
Recor
ding your da
ta
Recording
data
In your journal, write the plan
that your group will follow for
testing adhesives. Create a data
table to record your observations.
Record information such as
amount of adhesive, temperature, reaction to
water, etc.
Wha
t did you find out?
What
How effective were the different adhesives as
sealants? How did changes in temperature change
on their effectiveness?
Based on your tests, which of the four sealants
seemed to perform the best? Why?
Which performed the worst? Why?
22 — Weathering
Copyright © Twin Cities Public Television & GPN. Permission granted to reproduce for classroom use.
Clouds
Teacher’s Guide
The Sky’s the Limit
What are clouds? How do they form? Why do
clouds have different shapes? What do cloud
shapes mean? Can cloud shapes help us predict
the weather? How do clouds make rain?
Themes and Concepts
l
l
l
cloud and weather patterns
density and stability of fluids
water cycle
National Science Education Standards
Content Standard A: Students should develop abilities necessary to
do scientific inquiry.
Content Standard B: Students should develop an understanding of
motions, forces and transfer of energy, and properties and changes of
properties in matter.
Content Standard G: Students should develop an understanding of
the nature of science.
Activities
1. Cloud Watchers—Approx. 20 min. prep; 40 min. first day and
10 min. per day for 10 to 20 days
What are the basic cloud types and what do cloud shapes mean?
Students become daily weather watchers and learn to recognize cloud
patterns and cloud types. Students learn how clouds can help forecast
the weather.
2. Clouds and Rain—Approx. 15 min. prep; 50 min. class time
What is needed to make a cloud? How do clouds make rain? Students
put together cloud ingredients in a bottle and watch a cloud form.
They also simulate the water cycle and watch it rain in a drinking
glass.
More Information
Internet
Newton’s Apple
http://www.ktca.org/newtons
(The official Newton’s Apple web site
with information about the show and a
searchable database of science ideas
and activities.)
WXP Satellite Images —
Purdue University
http://wxp.eas.purdue.edu/satellite
(Images generated by geostationary
satellites orbiting 22,000 miles above
the equator.)
WeatherNet WeatherCams —
University of Michigan
http://cirrus.sprl.umich.edu/wxnet/
wxcam.html (Access to more than 800
weather cameras across North
America.)
Internet Search Words
clouds
cloud formation
meteorology
weather
3. Cloud Cover—Approx. 20 min. prep; 45 min. class time
Why are some clouds puffy and others flat? How does stability of a
weather system affect the types of clouds that take shape? Students
explore how stratus and cumulus clouds form.
Educational materials developed under a grant from the National Science Foundation — 23
Clouds
Books and Articles
LeMone, Margaret A. The Stories Clouds
Tell. Washington, DC: American Meteorological Society, 1993. (A 32-page book with
color photographs, diagrams, and a
discussion of the meaning of cloud
shapes.)
Pocket Guides. Clouds and Storms Pocket
Guide. New York: National Audubon
Society, 1995. (A 192-page pocket guide
filled with cloud and weather-related
photography and easy to understand
scientific descriptions.)
Allaby, Michael. How the Weather
Works. (A Reader’s Digest Book)
London: Dorling Kindersley, Limited.
Community Resources
Local office of the National Weather
Service
TV and airport meteorologists
Earth science or meteorology department at a local college or university
The Weather Channel™ on cable
television
Background
They’re white and puffy or gray and flat. You see them almost every
time you’re outdoors. Clouds are always a part of our environment.
And there is probably no simpler phenomenon that provides us with
more practical information than a soft, billowy cloud. In addition to
inspiring poets, these ephemeral shapes are databases for meteorologists, who interpret shapes, sizes, and patterns to predict the weather.
What are clouds? You are probably more familiar with clouds than
you know. Have you ever walked through thick, white fog in the
early morning or evening? Then you’ve walked through a cloud!
Have you seen your breath on a cold day? Then you’ve witnessed
cloud formation.
You’ve probably seen water vapor in the air condense on a glass of ice
water in a warm room. Well, clouds, fog, and visible breath are all
based on the same principle—condensation. Water vapor condenses in
the air on microscopic particles of dust, or condensation nuclei, to
form clouds. Clouds are a collection of very tiny water droplets. They
are so small that it takes about a million of them to make one raindrop.
In 1803, Howard Luke, British pharmacist and sky watcher, devised a
system for classifying clouds that we still use today. The three basic
cloud shapes are stratus clouds, which are layered like blankets;
cumulus clouds, which are thick and puffy; and cirrus clouds, which
are wispy and light and are found only at very high altitudes. Each of
these basic types has many varieties.
Clouds are also classified by their height in the atmosphere. High level
clouds are those with bases above 5,500 m (18,000 ft). Cirrus, cirrostratus, and cirrocumulus are examples of high clouds. Middle level
clouds form at between 3,000 and 6,000 m (8,000 to 20,000 ft.); These
clouds are often part of the cloud sequence associated with advancing
warm fronts, the ones that bring most of our rain and snow. Altocumulus and altostratus clouds are examples of middle level clouds.
Low-level clouds include cumulus, stratocumulus, and stratus clouds
and are usually found between the ground and 2,000 m (7,000 ft.).
Stratus clouds that touch the ground are called fog. Sometimes strong
winds will rip stratus or cumulus clouds apart, changing their appearance. Cumulus clouds may rise from 600 to 3,000 m (2,000 to 10,000
ft.) high. Cumulonimbus clouds, thunderheads, may span an altitude
from 1,500 to 15,250 m (5,000 to 50,000 ft.).
After studying this unit you won t have to walk around in a fog
anymore—at least not when it comes to clouds!
24 — Clouds
Video & Stills
Video Segments
Introduction
10:32 to 11:09—Cotton clouds are soft and fluffy,
but SuChin Pak asks viewers “What are real clouds
like?” (37 sec.)
Video Clip 1
Video Clip 3
15:11 to 17:45— Meteorologist Fred Gadomski
explains how clouds can help us predict the weather.
(2 min. 34 sec.)
11:13 to 12:31—Fred Gadomski gives David Heil the
recipe for clouds. (1 min. 18 sec.)
Video Clip 2
Video Clip 4
13:53 to 15:11—David Heil sees how a “stratus
cloud” can be made with dry ice. (1 min. 18 sec.)
12:32 to 13:52—David Heil and Fred Gadomski
create a cloud in a bottle. (1 min. 20 sec.)
Additional Resources
Button A
Button C
Video: “Color It!” Newton’s Apple Science Try-It
about the interaction of hot and cold systems.
Satellite Image: World cloud patterns
Button B
Button D
Slide Show: Photos of different types of clouds.
Animation: The water cycle
Unit Assessment Answer Key
The Unit assessment on the following page covers the basic concepts presented in the video segment and the
Background section in this guide. The assessment does not require completing all of the activities. However,
students should view the complete Newton’s Apple video before doing this assessment. The Unit Assessment
may be used as a pre- or post-test. There is additional assessment at the end of each activity.
Think about it
1. Moisture, cool air, and tiny solid particles
are necessary for the formation of clouds.
The most likely reason for clear skies is that
there is not enough moisture at high altitudes.
2. The impurities in the air provide something
solid for water vapor to condense on. Clouds
are composed of water droplets formed by
water vapor condensing on tiny, solid particles,
just as water vapor condenses on a glass of ice
water in a warm room.
3. Cumulus clouds usually result from warm air
rising from heated ground. In winter, the
ground is cold, resulting more often in the
formation of stratus clouds.
4. In New Orleans. A cumulus cloud can develop
quickly into a rain cloud (cumulonimbus cloud).
5. Air pressure at high altitudes is very low, which
results in very low temperatures, freezing the
water that has condensed on the tiny particles
there.
What would you say?
6. a
7. d
8. c
9. c
10. d
Educational materials developed under a grant from the National Science Foundation — 25
Unit Assessment
What do you know
about Clouds?
Think about it
1. It s a hot humid day, yet there are no clouds in
the sky. Explain how this can happen.
2. Why are tiny, solid impurities in the air necessary
for the formation of clouds?
3. Considering what you know about the formation
of clouds, why would stratus clouds be more
common in winter than cumulus clouds?
4. Chicago has stratus clouds and New Orleans
has very high cumulus clouds. Where is a
thunderstorm likely to occur? Why?
5. Rain usually begins as ice crystals even in hot
summer months. Why?
6. Cumulus clouds tend to form when—
a. moist air near the ground is heated by the sun.
b. warm air moves over snow-covered ground.
c. air moves down a mountain range.
d. air cools overnight.
7. Cirrus clouds can look like—
a. streamers.
b. pulled apart cotton balls.
c. the tail of a horse.
d. all of the above.
8. Snow and rain are most likely to fall from—
a. stratus clouds.
b. cirrus clouds.
c. altocumulus or altostratus clouds.
d. fair weather cumulus clouds.
26 — Clouds
9. It’s been a hot and humid day. By late
afternoon, skies darken dramatically. The
clouds you are seeing are most likely—
a. cirrus.
b. altocumulus.
c. cumulonimbus.
d. stratus.
10.One of the following is not necessary for the
formation of clouds in the sky—
a. water vapor.
b. low air pressure.
c. hot air.
d. tiny, solid particle.
Copyright © Twin Cities Public Television & GPN. Permission granted to reproduce for classroom use.
What would you say?
Activity 1
Cloud Watchers
What are the most common cloud types? What cloud type occurs most often where you live? Does the time of
day affect cloud type? Can clouds be used to forecast the weather?
Overview
Getting Ready
Students learn basic meteorology by observing and keeping track of
clouds and other weather phenomena. Students record their observations and data and attempt to associate clouds with certain
weather conditions, developing some basic weather forecasting
principles.
Objectives
After completing this activity, students will be able to—
l identify and classify the nine cloud types
l describe ways clouds can indicated weather trends or conditions
l analyze data, draw conclusions, and make weather predictions
based on cloud observations
Time Needed
Preparation: approx. 20 min.
Classroom: approx. 40 min. first day and 10 min. each day for 10 to
20 days for data collection
Important Terms
cloudy — A condition in which at least
7/8 of the sky is covered by clouds.
mostly cloudy — A condition in which
at least 7/10, but less than 9/10, of the
sky is covered by opaque clouds.
partly cloudy — A condition in which at
least 3/10, but less than 7/10, of the sky
is covered by opaque clouds; partly
sunny and partly cloudy are the same.
sunny — A condition in which 1/10 or
less of the sky is covered by opaque
clouds.
topography — The three-dimensional
features of the earth, including mountains,
valley rivers, and other land features.
Materials
l
l
l
l
cloud chart
outdoor thermometer
local newspaper weather page or TV weather report (live or
recently taped)
camera or video camera (optional)
For each group of students:
l access to cloud chart
Educational materials developed under a grant from the National Science Foundation — 27
Clouds
Here’s How
Video Clip 1
15:11 to 17:45— Meteorologist Fred
Gadomski explains how clouds can help
us predict the weather. (2 min. 34 sec.)
Guide on the Side
l You may wish to begin the lesson
by viewing the Introduction from the
Video Menu on the CD-ROM [10:32 11:09]. Find out what students lready
know about clouds. As a class, discuss
the questions posed by SuChin Pak.
l There are many good cloud charts
that are available from science supply
companies. Find a chart that shows
clear color photos of the nine types of
clouds.
l As a class, observe the clouds
outdoors and compare them to pictures
on a cloud chart. On the board,
demonstrate how the information is to
be completed in student journals.
l Groups may want to designate
certain members to be observers at
certain times of day or for entire days.
l Identity of cloud types should be
discussed by the whole group. They
should arrive at a consensus. Review
the cloud chart and explain that some
clouds are not as easy to categorize as
others.
l If possible, have students take
photos of the clouds. Create a cloud
gallery showing clouds at given times
each day for the multi-week period.
l Since local topography may
influence cloud formation, encourage
students to develop hypotheses about
cloud types, their time of formation, and
other cloud data in relation to local
topography.
l If time allows, you may wish to have
students view the entire Newton’s
Apple video segment on clouds.
28 — Clouds
Preparation
l Set up the computer to play the CD-ROM (or set up the VCR
and cue tape).
l Gather the materials for each team of students.
l Make a copy of Activity Sheet 1 for each student.
l Review the information in the Background on page 24.
(Approx. 15 min.)
Ask students to describe some different kinds of clouds. Do they know
the names of any cloud types? What are their shapes? Have volunteers
draw what they consider to be three basic cloud types on the board.
Does the class agree on the three basic shapes? Ask the other students if
they think any important cloud shape has been omitted.
Engage
Tell students that the three basic cloud shapes are cumulus, stratus, and
cirrus. Ask students if they can describe the three cloud types. (Cumulus are puffy; stratus are flat; and cirrus are high and wispy.)
Show Video Clip 1 [15:11 to 17:45] to introduce clouds. Ask students
why meteorologists are interested in the shapes of clouds. (Cloud are
influenced by the air, which influences the weather.) Ask students if
they can associate any of the three basic cloud types with any particular
kind of weather. What kind of cloud do they associate with a sunny
day? (Cumulus.)
(Approx. 40 min. over several class periods)
Tell the students to work in groups. Explain that they are going to
track the weather at least three times a day—early morning, in the
afternoon, and at dusk—for several weeks. This will include observations of cloud types, weather conditions (sunny, partly cloudy, foggy),
precipitation (rain, hail, snow), and temperature. Other weather
variables—such as wind speed and direction—may be included if the
information is available. Tell students that they should look for the
nine different cloud types during their observations, referring to a
cloud chart to identify clouds.
Explore
Throughout the data collection period, encourage students to examine
their data for cloud and weather patterns. This can include relationships
among weather elements. Students should also try to determine what
cloud types precede weather that occurs later in the day or the following day. Does local topography seem to affect the formation of clouds?
How?
Activity 1
Evaluate
1. What are some factors or variables that make it very difficult to
predict the weather correctly over a long period of time? (Some cloud
shapes change quickly, making predictions difficult.)
2. In most places, winter clouds are more horizontal (stratus types)
than in other seasons. How does this characteristic of winter skies help
meteorologist s make more accurate forecasts in winter? (Stratus
clouds do not change as quickly as cumulus clouds.)
3. How would the daytime and nighttime temperatures vary on
planets like Mars, which has few clouds, and Venus, which has many
clouds? (The more clouds, the less variation between day and night
temperatures.)
Try This
Use data from the Internet or your local
newspaper to assess how clouds affect
the daily range of temperature. You can
use current data as part of an on-going
activity or you can use historical
newspaper data from any month during
the year.
Using sky cams at weather-related
Internet sites, evaluate the cloud types
and weather in several other cities.
Create a monthly temperature graph
showing high and low temperatures for
another city. Are there any weather
patterns? If the weather is cloudy or
precipitation has occurred, the daily
range will usually be less.
Educational materials developed under a grant from the National Science Foundation — 29
cloud watchers
Activity Sheet 1
Name
Class Period
Wha
t you’re going to do
What
You re going to keep track of how the weather and clouds change during the day and day-to-day for a period of
at least two weeks.
Ho
w do it
How
1. Work with your group. Track the weather at least three times a day—early morning, in mid-afternoon, and at
dusk—for several weeks. Observe and record cloud types, weather conditions (sunny, partly cloudy, foggy),
precipitation (rain, hail, snow), and temperature. Other weather variables—such as wind speed and direction—
may be included if the information is available. Try to identify each of the nine cloud types shown in the table.
2. Work with classmates in small groups. Your teacher will assign your group to one of the three daily time
periods. On the day following each observation, report your data to your group, and select a group representative to report the group s findings to your teacher, who will record the data at the front of the class.
Nine Cloud T
ypes
Types
altocumulus — A layered cumulus-type
cirrostratus — A layered cirrus cloud,
often covering a large part of the sky. This
cloud whose base is between 2,500–4,000
meters (8,000—13,000 feet) above the ground. cloud is generally observed at least 6,000
meters (20,000 feet) above the ground.
altostratus — A layered cloud whose base
is between 2,500 - 4,000 meters (8,000–13,000 cirrus — A high altitude cloud composed
feet) above the ground.
of ice crystals. This cloud is generally
observed at least 6,000 meters (20,000 feet)
cirrocumulus — A combined cirrus and above the ground.
cumulus cloud whose base is usually at least
6,000 meters (20,000 feet) above the ground. cumulonimbus — A very tall cumulus
cloud that brings rain; tops of thunderstorms
can range from less than 7,500 meters (25,000
feet) in winter to over 18,000 meters (59,000
feet) in summer.
Recor
ding your da
ta
Recording
data
Keep track of your observations in your journal.
Include the following information:
l
l
l
l
l
l
Date and time of day
Weather conditions (sunny, partly cloudy,
cloudy, etc.)
Cloud type(s) observed
Temperature
Precipitation
Other observations
30 — Clouds
cumulus — A cloud that forms when
warm air rises more or less vertically.
Typically with a flat bottom and a puffy top,
the base of this cloud is generally between
1,000–2,000 meters (3,000 and 7,000 feet)
above the ground.
stratocumulus — A layered cumulustype cloud whose base is between 1,000–
2,000 meters (3,000 and 7,000 feet) above the
ground.
stratus — A cloud which has greater
horizontal dimensions than vertical ones;
often forms with weak vertical air motions.
Although this attribute describes clouds at
many different levels, alone, this cloud
typically refers a layered cloud within about
500 meters (1,600 feet) off the ground.
Wha
t did you find out?
What
How many cloud types did your class observe?
Was a particular type of cloud associated with a
particular time of day? Which kind?
What is the relationship between high and low
temperatures and the amount or type of clouds?
What cloud or weather patterns did your group
observe?
Copyright © Twin Cities Public Television & GPN. Permission granted to reproduce for classroom use.
Activity 2
Clouds and Rain
What’s the recipe for a cloud? What ingredients and conditions are necessary for
clouds to form? What determines the shape of a cloud? Can one cloud type
transform into another cloud type?
Getting Ready
Overview
Students work in small groups and make a cloud in a plastic soda
bottle. Then they continue their investigations by simulating the
water cycle and making rain in a drinking glass.
Objectives
After completing this activity, students will be able to—
l discuss how clouds form
l explain how rain results from condensation
Time Needed
Preparation: Approx. 15 min.
Classroom: Approx. 50 min.
Important Terms
cold front — A mass of cold air that can
wedge itself under warm air and push it
up.
pressure — A measure of force per unit
area. Sea level atmospheric pressure is
usually expressed in inches of mercury
(a measure of the effect of pressure
pushing down on a tube of mercury).
Typical sea level pressure is 29.92" of
mercury or 14.7 pounds per square
inch.
warm front — A mass of warm air that
can cover cold air close to the ground.
Materials
For the teacher:
l cloud chart
l matches
l hot water
Each team of students:
l clear plastic soda bottle with cap
l two 8-ounce drinking glasses or glass jars
l adhesive or duct tape
Educational materials developed under a grant from the National Science Foundation — 31
Clouds
Here’s How
Video Clip 2
13:53 to 15:11—David Heil sees how a
“stratus cloud” can be made with dry
ice. (1 min. 18 sec.)
Video Clip 3
11:13 to 12:31—Fred Gadomski gives
David Heil the recipe for clouds. (1 min.
18 sec.)
Guide on the Side
You may wish to begin the lesson
by viewing the Introduction from the
Video Menu on the CD-ROM [10:32 11:09]. Find out what students already
know about clouds. As a class,
discuss the questions posed by
SuChin Pak.
l If condensation reappears on the
inside of the bottle during the cloud in
a bottle activity, have students shake
the bottle. If the bottle begins to
collapse inward as it cools, have them
loosen and reseal the cap. Can
students explain why the bottle
collapsed? (Cooling air contracts and
the air pressure outside the bottle
forces it to collapse.)
l Some students may ask whether a
second or third match in the soda
bottle would make a thicker cloud. Try
it as a class project. (Students will find
that more than three matches do not
increase the thickness of the cloud.)
l There is an animation of the water
cycle at Resource Button D on the CDROM. This animation may help
students to better understand how the
activity with the glasses models the
cycle.
l Discuss why the cloud that
appears isn’t the smoke which was
added to the bottle. (A cloud of smoke
would not vanish and reappear as the
bottle was squeezed and released.)
l If time allows, you may wish to
have students view the entire
Newton’s Apple video segment on
clouds.
l
32 — Clouds
Preparation
l Set up the computer to play the CD-ROM (or set up the VCR
and cue tape).
l Gather the materials for each team of students.
l Make a copy of Activity Sheet 2 for each student.
l Review the information in the Background on page 24.
(Approx. 15 min.)
Ask students if they have ever seen a cloud up close. Ask if anyone has
ever walked, ridden, or flown through a cloud. (They have walked
through a cloud if they have been outdoors on a foggy day; they may
have driven through a cloud at the top of a mountain; and if they
have ever been in an airplane, they have probably flown through a
cloud.) Ask if anyone has seen their breath on a cold day. Is that a
cloud? (yes)
Engage
Show Video Clip 2 [13:53 to 15:11]. Ask students what the necessary
ingredients are for cloud formation. (water vapor, condensation
nuclei, and a process which cools air) Ask students why it was necessary for Fred and David to be in the ice truck in order to see their
breath. (Cool air is one of the ingredients for a cloud.)
Show Video Clip 3 [11:13 to 12:31]. Ask students what ingredient was
missing the first time David Heil tried to form a cloud in the bottle.
(condensation nuclei) Ask students why condensation nuclei are
necessary. (Water vapor needs a surface to condense on.)
Note that water vapor is always in the air—even in desert or polar
regions, although there may not be enough of it to form a cloud.
Dust, pollen, salt spray, and other condensation nuclei are usually
present in sufficient quantities. The ingredient most often lacking is
the process by which condensation can occur—either rising air that
cools by expansion or air that comes in contact with a cold surface
(ground, snow, water).
(Approx. 35 minutes)
A Cloud in a Bottle
Have the students work in small groups. Have each group fill a soda
bottle with an inch or two of hot tap water. Tell them to cap the
bottle and allow it to sit for a minute. Ask students what they observe. (condensation on the inside of the bottle) Since the condensation
is not a cloud, tell students to shake the bottle to remove it. The
bottle fills with water vapor, but the vapor cannot be seen. Have
students squeeze and release their bottles. A cloud will not form.
Discuss why. (Condensation nuclei have not been added.)
Explore
Activity 2
Have students uncap the bottle, light a match, and then, with the
match by the opening of the bottle, blow out the match, directing the
smoke into the bottle. Drop the match into the bottle to extinguished
it. Recap the bottle.
Next, have students squeeze and release their bottles. Students can do
this several times to see that they have made a cloud form and disappear. Have students record their observations. Then, have them open
their bottles and squeeze twice to remove some of the “cloud.” Have
them quickly close their bottles. Tell them that they are going to
squeeze the bottles again. Ask if the cloud will still be there. Repeat
the squeezing activity. A cloud will form again, even though much of
the condensation nuclei has been removed. The cloud will not be as
thick as the original cloud, however.
Changes of States of Matter and the Water Cycle
Tell students to work in small groups. Have them prepare a length of
adhesive or duct tape with which they can seal the mouths of the two
glasses together. Tell them to fill one of the glasses with very hot tap
water. Tell them to immediately put the empty glass on top of it and
seal the mouths of the glasses with tape. Have the students place ice
cubes on top of the combination of glasses. Have students record their
observations.
Evaluate
1. What happened to the air in the bottle when you squeezed it and
then released it? (The air pressure increased and then suddenly decreased.)
Try This
Examine some weather satellite images
on the web, on the CD-ROM at Resource Button C, or in other reference
sources. Look for regions where largescale storm patterns are present (low
pressure systems, hurricanes). Within
these storms students will observe
large areas that are cloud covered. Can
they find parts of the storm system
where there is less cloudiness or where
clouds are absent? What is the cloud
cover like outside the storm system?
How does this relate to the pattern of up
and down motions associated with a
thunderstorm?
Compare photographs of volcanic
eruptions and cumulonimbus clouds.
How are they similar and different?
View smoke emitted by factories, smoke
stacks, cars, and other sources. Does it
rise, sink or both? Is it the same every
day? Does it change during the day?
What factors may be contributing to
what you observe?
2. In what ways was the activity with the two glasses, water, and ice
similar to the water cycle? In what ways was it different?
3. Under what conditions would fog be most likely to form? (A
situation that allows for rapid heat loss to space at night—clear skies,
light winds, and dry air. Low-lying valleys and cold water in lakes and
rivers are other contributors.)
Educational materials developed under a grant from the National Science Foundation — 33
Activity Sheet 2
Clouds and rain
Name __________________________________
Class Period ____________
Wha
t you’re going to do
What
You re going to explore cloud formation and the water cycle.
Ho
w to do it
How
Bottle Weather
1. Work with a group of classmates. Fill a
plastic soda bottle with an inch or two of hot
tap water. Cap the bottle and allow it to sit
for a minute. Record your observations.
Shake the bottle. Next squeeze and release
the bottle. This will raise and lower the
air pressure in the bottle. Record
your observations.
2. Add smoke from a
match to the soda bottle.
Recap the bottle. Now
squeeze and release the
bottle. Do this several times.
Record your observations. Then open
the bottle and squeeze twice. Quickly
close the bottle. Squeeze the bottle again.
Record your observations.
Water Cycle in a Glass
3. Prepare a length of tape to seal two drinking
glasses when placed mouth to mouth. Next, fill
one of the cups with water as hot as it will
come out of the tap. Immediately cover the
glass with the empty glass and seal the
glasses with tape. Place ice cubes directly
on top of the combination of glasses.
Record your observations.
Recor
ding
Recording
your da
ta
data
Record your observations about these
activities in your
journal. Try to include as much data as
possible.
Wha
t did you find out?
What
Bottle Weather
What happened when you squeezed and released the bottle with just water in it? Why?
What happened when you squeezed and released the bottle with smoke and water in it?
Why?
After you released some of the bottle s contents, what happened when you squeezed and
released the bottle? Why?
Water Cycle in a Glass
What did the ice provide to the activity?
How was the action in the sealed glasses similar to what happens in a cloud?
34 — Clouds
Copyright © Twin Cities Public Television & GPN. Permission granted to reproduce for classroom use.
Activity 3
Cloud Cover
What does a cloud’s shape tell us about the cloud? What does stability have to do
with the shape of a cloud? What is stability in the atmosphere? How can stability
change during the day?
Getting Ready
Overview
How do clouds form? Why are some tall and billowy while others
are wispy or flat? Students discuss cloud types and then investigate
the stability and density of fluids to understand how clouds are
formed.
Objectives
After completing this activity, students will be able to—
l explain how stratus and cumulus clouds form
l describe stability as it relates to fluids
l discuss the principle of convection
Time Needed
Important Terms
convection — The movement of a fluid
as a result of changes in the fluid’s
temperature.
density — The amount of mass per unit
volume.
fluid — A liquid or gas that flows freely.
stability — A measure of whether
something displaced vertically will
return to its approximate starting point
(stable) or move away from it (unstable). Altocumulus and stratocumulus
are half stable and half unstable.
Preparation: Approx. 20 min.
Classroom: Approx. 45 min.
Materials
For the teacher:
l cloud chart
l food coloring (set of 4 small squeeze bottles)
l 2 small glass fruit juice bottles
For each team of students:
l 4 identical glass containers—two with 500 ml of fresh
l water and two with 500 ml of salt water (dissolve 10 tbsp of salt
in 100 ml of warm
l water; bring to room temperature)
l 4 labels for the containers
l 2 pipettes or eye droppers
l 2 different colors of food coloring
Educational materials developed under a grant from the National Science Foundation — 35
Clouds
Here’s How
Video Clip 4
12:32 to 13:52—David Heil and Fred
Gadomski create a cloud in a bottle.
(1 min. 20 sec.)
Guide on the Side
l You may wish to begin the lesson
by viewing the Introduction from the
Video Menu on the CD-ROM [10:32 11:09]. Find out what students
already know about clouds. As a
class, discuss the questions posed by
SuChin Pak.
l If necessary, explain the concept
of density to the students. Explain that
if two things have the same weight but
take up different volumes, the density
(the mass or weight per unit volume)
of the two will be different.
l In both the classroom demonstration of stability and the activity sheet,
students may want to change variables. For example, in the former, they
may want the warm water to be hotter
or the cold water to be colder. They
may want the cold water colored but
not the warm. Since blue is a “cold
color,” color the cold water blue.
Since both temperature and salinity
affect the density of water, challenge
students to modify the variables and
create a situation where one of the
solutions floats on the other.
l You may wish to have students
wear lab aprons. Tell students that
food coloring will wear off their hands
in a short while. Warn then, however,
that they should keep food coloring off
their clothes, for any stains may be
difficult to remove.
l If time allows, you may wish to
have students view the entire
Newton’s Apple video segment on
clouds.
36 — Clouds
Preparation
l Set up the computer to play the CD-ROM (or set up the VCR
and cue tape).
l Gather the materials for each team of students.
l Make a copy of Activity Sheet 3 for each student.
l Review the information in the Background on page 24.
(Approx. 15 min.)
Ask students to think about the shapes of cumulus and stratus clouds
and to suggest possible influences on their formation. (Cumulus
clouds are formed by stronger upward air motion; stratus clouds are
formed more by horizontal air movements.) Explain to students that
the formation of these cloud types is linked to stability in the atmosphere. In this definition, stability refers to a tendency for air to resist
vertical (upward and downward) movement. (Stratus clouds form in a
stable situation). Instability in the atmosphere is characterized by the
upward and downward movement of air (as in the formation of
cumulus clouds).
Engage
What weather conditions favor the formation of cumulus clouds and
stratus clouds? (Unstable weather conditions favor cumulus clouds;
stratus clouds develop when air cools through contact with the
ground or water; gentle uplift over a large area often associated with
warm fronts — a stable weather situation.) Ask students what time —
day or night — provides the least changeable sky conditions. (generally, stratus clouds predominate at night.)
Show Video Clip 4 [12:32 to 13:52]. Ask students what kind of cloud
forms in the chamber with dry ice. (stratus) Why? (The cloud is a
result of air cooling from its contact with the dry ice.) Ask students if
this is a stable or unstable situation. (stable)
Demonstrate stability to the class using two small glass fruit juice
bottles. Fill one with warm water and the other with cold. Add 3 to 5
drops of red food coloring to the warm water bottle. What happens
to the red coloring? (It diffuses.) With a wet finger, spread a small
amount of water on one side of an index card and place the wet side
onto the top of the warm water bottle. Invert the warm water bottle
and place it on top of the cold water bottle. Ask students what they
think will happen when you remove the index card. Be sure students
provide reasons for their answers.
Activity 3
Carefully slide out the card, keeping the bottle lips aligned. Students will
see that the warm red water stays in the top bottle. This is because water
(or air) when warmed will expand, making it less dense. Less dense fluids
rise or stay on top, while colder, more dense fluids sink or remain on the
bottom. This is a stable situation because the two fluids are limited in
their vertical movement.
Ask students what will happen to the colored water when the bottles are
inverted. Invert the bottles and watch as the warm red fluid starts to rise
upward. This is an unstable situation because vertical motion takes place.
The first situation with cold water on the bottom is typical of atmospheric conditions at night when the ground loses heat to space faster than
the air above it does. Stable stratus clouds often form. The second
situation is what happens as the sun heats the ground during the day.
Warm air near the ground rises, creating cumulus clouds.
(Approx. 30 min.)
Tell students that they are going to explore the role of stability and
density in cloud formation. Have them work in groups.
Explore
Give each team four containers of water—one cold saltwater, one warm
saltwater, one warm freshwater, and one cold freshwater. Teams should
also receive two pipettes (or eye droppers) and two colors of food
coloring. Have students add food coloring to one of the containers of
freshwater and a different color to one of the containers of saltwater.
Have the students gently put two to three drops of colored salt water
into the clear freshwater container. Have them record their observations.
Next, tell them to gently add two or three drops of colored freshwater
to the container of clear saltwater. Students record their observations.
Try This
Investigate how stability and convection
affect temperature at home. Examine
the vertical temperature profile in your
bathroom following a shower—does a
stratus cloud fill the upper portion of the
room? Which part of the house is
coolest and why? Open the freezer
compartment of your refrigerator and
place your hand at the top of the
opening and the bottom. Which is
coldest? Why?
Design a density tube or bottle using at
least five fluids of different densities.
Trickle the fluids (densest first) along
the side of a graduated cylinder, using a
pipette or eye dropper. To get a
sufficiently thick layer, use about 10
pipettes of each fluid. Use a new pipette
for each fluid. One possible set, in order
of decreasing density, is glycerin,
pancake syrup, half and half, colored
water, and cooking oil.
Finally, students add two to three drops of heated saltwater to the
freshwater. Teams discuss their findings and record them in their journals.
Evaluate
1. How do stability concepts describe how a hot-air balloon rises and
falls? (Heated air rises, and the hot-air balloon ascends. The air rises in an
instable vertical direction.)
2. Keeping in mind principles of stability and instability, how could you
use a reversible ceiling fan to keep a house comfortable in summer and
winter in both hot and cold climates? (Reversible ceiling fans force warm
air down in winter and raise cool air in summer.)
3. Electrical components in a computer monitor generate a large amount
of heat. To ensure that a monitor doesn t overheat, how should the
monitor housing be designed to control the temperature within a specified range? (Cooling by convection: vents on the top of the monitor will
permit hot air to escape. The use of an exhaust fan is also recommended.)
Educational materials developed under a grant from the National Science Foundation — 37
cloud cover
Activity Sheet 3
Name____________________________________
Class Period ____________
Wha
t you’re going to do
What
You re going to explore stability and density of clouds.
3. Finally, add two to three drops of heated
Ho
w to do it
How
1. Work with your group. With
pipettes or eye droppers, add
food coloring to one of the two
containers of freshwater and
another color to one of the two
containers of saltwater. Gently put
two to three drops of colored
saltwater into the clear freshwater
container and record your observations.
saltwater to the freshwater. Discuss your
findings and record them in your journals.
4. You may change the variables
in this activity to explore how
the temperature or salinity
(saltiness) of the water affects
the outcome.
S altw ater
F reshw ater
2. Next, gently add two or three
drops of colored freshwater to the
container of clear saltwater, and
record your observations.
Recor
ding your da
ta
Recording
data
Write your observations in your journal. Describe what you observed—
When freshwater was added to saltwater:
When saltwater was added to freshwater:
When heated saltwater was added to freshwater:
Wha
t did you find out?
What
What can you conclude about the density of saltwater and
freshwater?
What happened when you added heated saltwater to the
freshwater?
Which situation do you think best typifies cumulus cloud
formation? Stratus cloud formation? Explain
38 — Clouds
Credits
CD-ROM PROJECT STAFF
KTCA TV, NEWTON’S
APPLE MULTIMEDIA
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Imation Enterprises Corporation
Vadnais Heights, MN
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University of Minnesota
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University of Minnesota
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St. Paul Academy and Summit School
St Paul, MN
Dr. Mary Male
San Jose State University
Sarah Chadima
South Dakota Geological Survey
Dr. Carolyn Nelson
San Jose State University
Dr. Orlando Charry
University of Minnesota - Dept. of Surgery
Cori Paulet
Paddy Faustino
Curriculum Development Coordinators
Lori Orum
Edison Language Academy
Santa Monica, CA
Kristine Craddock
Mexico High School
Mexico, MO
Edward Voeller
Lesson Editor
Janet Walker
B.E.T.A. School
Orlando, FL
Ruth Danielzuk
American Cancer Society
Dr. Richard Hudson
Director of Science Unit
David Heath
Lee Carey
Curriculum Development Managers
Jeffrey Nielsen
Additional Resources Coordinator
Michael Watkins
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Sandy Schonning
David Yanko
Production Managers
Lisa Blackstone
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Producers
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New Visions for Public Schools
New York, NY
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Dr. Judy Diamond
University of Nebraska State Museum
Steve Flynn
Producer/Editor/Videographer
Dr. Fred Finley
University of Minnesota
Lesley Goldman
Danika Hanson
Kim MacDonald
Associate Producers
Greg Sales
Seward Learning Systems, Inc.
Minneapolis, MN
Janet Raugust
Screen Designer
Ben Lang
Production Assistant
Linda Lory-Blixt
Field Test Coordinator
Michael Johnston
Joe Demuth
Short Course Facilitators
Nick Ghitelman
Intern
NEBRASKA EDUCATIONAL
TELECOMMUNICATIONS
John Ansorge
Interactive Media Project Manager
Andy Frederick
Interactive Media Designer
Christian Noel
Interactive Media Project Designer
Kate Ansorge
Intern
GREAT PLAINS NATIONAL
Tom Henderson
Jackie Thoelke
Diane Miller
Diedre Miller
Guide Design and Production
NATIONAL
ADVISORY BOARD
Rodger Bybee
National Academy of Sciences
Richard C. Clark
Minnesota Department of Education, Retired
LESSON WRITERS
Jon Anderson
Fred Bortz
Sara Burns
Pam Burt
Jim Dawson
Russ Durkee
Vickie Handy
Lorraine Hopping Eagan
Sheryl Juenemann
Cheryl Lani Juarez
Mike Maas
Mike Mogil
Bruce T. Paddock
Linda Roach
Phyllis Root
Zachary Smith
Sheron Snyder
Caren Stelson
Steve Tomecek
Edward Voeller
Anne Welsbacher
REVIEWERS
Steve Dutczak, Ph.D.
NASA
Richard Erdman
Venice High School
Los Angeles, CA
Bruce Fisher
Fortuna Elementary
Fortuna, CA
Mike Garcia
University of Hawaii
Chris Gregg, A.B.O.C.
Inver Grove Heights Family Eye Clinic
Inver Grove Heights, MN
Rick Grigg
University of Hawaii
Deborah Harden
San Jose State University
Gloriane Hirata
San Jose Unified District
Margaret K. Hostetter, M.D.
University of Minnesota
Neil F. Humphrey
University of Wyoming
Lisa Hunter, Ph.D.
University of Minnesota
Sally Jenkins
Roosevelt Elementary
Minot, ND
Bruce Jones
The Blake School
Hopkins, MN
Leslie Kline
Metcalf Junior High
Burnsville, MN
Charles Addison
Minnesota Earth Science Teacher’s Association
Tom Krinke
Maple Grove Junior High
Maple Grove, MN
Micheal John Ahern
Mentor Teacher, Science and Math
Redwood, CA
Frank Lu
University of Texas-Arlington
Scott Alger
Watertown-Mayer Middle School
Watertown, MN
Zan Austin
Strickland Middle School
Denton, TX
Jon Barber
North Oaks, MN
Rebecca Biegon
Macalester College
St. Paul, MN
Cynthia MacLeod
Sabin Early Childhood Education Center
Portland, OR
Robert March
University of Wisconsin-Madison
Shannon Matta, Ph.D.
Minneapolis Medical Research Foundation
Ken Meyer
Coon Rapids High School
Coon Rapids, MN
Lou Mongler
Mexico High School
Mexico, MO
Educational materials developed under a grant from the National Science Foundation — 39
Candy Musso
Vineland Elementary School
Pueblo, CO
Lorene A. Chance
East Ridge Middle School
Russellville, TN
Robin Tomasino
Masconomet Regional Jr. High
Topsfield, MA
John Musso
Pueblo Technical Academy
Pueblo, CO
Elizabeth Cordle
Montgomery Middle School
El Cajon, CA
Donna Treece
East Ridge Middle School
Russellville, TN
Debbie Nelson
Bay Trail Middle School
Penfield, NY
David Eggebrecht
Kenosha Unified
Kenosha, WI
Darrell Warren
Von Tobel Middle School
Las Vegas, NV
Jack Netland
Maple Grove High School
Maple Grove, MN
Dennis L. Engle
East Lawrence High School
Trinity, AL
Janis Young
Montgomery Middle School
El Cajon, CA
Joyce Nilsen
Technology Learning Campus
Robbinsdale, MN
Dave Fleischman
Spring Valley Middle School
Spring Valley, CA
Ingrid Novodvorsky
Mountain View High School
Tucson, AZ
John Frugoni
Hillsdale Middle School
El Cajon, CA
Jon Pedersen
East Carolina University
Linda Furey
Rising Star Middle School
Fayetteville, GA
MaryBeth Peterson
Roosevelt Elementary
Minot, ND
Alberto Ramirez
Spanish Translator
Miami, FL
Bev Ramolae
Technology Learning Campus
Robbinsdale, MN
Brad Randall
Osseo Area Schools
North Maple Grove, MN
Gina Roetker
Strickland Middle School
Denton, TX
Fernando Romero
University of Houston
Dr. Lawrence Rudnick
University of Minnesota
Hank Ryan
Mounds View High School
Arden Hills, MN
Jan Serie
Macalester College
St. Paul, MN
Rosemary Gonzales
Greenfield Middle School
El Cajon, CA
Liz Hendrickson
Driver Middle School
Winchester, IN
Bruce M. Jones
The Blake School
Hopkins, MN
Dave Kahl
Wadena-Dear Creek High School
Wadena, MN
Theresa Kistner
Helen C. Cannon Middle School
Las Vegas, NV
Craig Klawitter
Wadena-Dear Creek High School
Wadena, MN
Linda Love
Hillsdale Middle School
El Cajon, CA
Virginia Madigan
Montgomery Middle School-El Cajon
El Cajon, CA
Larry Silverberg
North Carolina State University
Steven D. McAninch
Park Forest Middle School
State College, PA
Jaine Strauss, Ph.D.
Macalester College
St. Paul, MN
Robert J. Nicholson
Von Tobel Middle School
Las Vegas, NV
Thomas Walsh, Ph.D.
University of Minnesota
Jim Parker
Spring Valley Middle School
Las Vegas, NV
Steve Wartburg
Fortuna Elementary
Fortuna, CA
Randy Yerrick
East Carolina University
FIELD TESTERS
Scott D. Bell
Chaminade College Prep
St. Louis, MO
Laura S. Berry
Orland Jr. High
Orland Park, IL
Lance Brand
Driver Middle School
Winchester, IN
40 — Credits
Joyce Perkins
Whatcom Day Academy
Bellingham, WA
Sharon Reynolds
Independence Secondary School
Christiansburg, VA
Judy Stellato
Jerling Jr. High
Orland Park, IL
Ralph V. Thomas
Helen C. Cannon Middle School
Las Vegas, NV
SPECIAL THANKS
Partners
American Psychological Association
750 First Street, NE
Washington, DC 20002
(202) 336-5500
http://www.apa.org
Minnesota Department of Children, Families and
Learning
Capitol Square Building
550 Cedar Court
St. Paul, MN 55101
(651) 296-6104
http://clf.state.mn.us
Fender Musical Instruments Corporation
7975 North Hayden Road
Suite C-100
Scottsdale, AZ 85258
(606) 596-7242
http://www.fender.com
W.L. Gore & Associates, Inc.
551 Paper Mill Road, P.O. Box 9206
Newark, DE 19714-9206
(302) 738-4880
http://www.gore.com
National Science Foundation
4201 Wilson Boulevard
Arlington, VA 22230
(703) 306-1234
http://nsf.gov
Regents of the University of Minnesota, Twin Cities
General Biology Program
http://biomedia.umn.edu
Waltham
Consumer Affairs, P.O. Box 58853
Vernon, CA 90058
(800) 525-5273
http://www.waltham.com
Consultants
Dave Arlander
John Marshall High School
Rochester, MN
Bobbie Faye Ferguson
NASA
Chuck Lang
University of Nebraska
Maynard Miller
Juneau Ice Field Research Project
John Olson
Arlington High School
St. Paul, MN
Dr. Helen M. Parke
East Carolina University
NOTES
NOTES
AT LAST, a supplemental middle school science curriculum that helps you meet the challenges
of today’s science classroom. The program engages students by incorporating segments from
the award-winning Newton’s Apple television show into hands-on/minds-on activities. Each
lesson plan helps you integrate the technology using an inquiry-based approach. A variety of
assessment options allow you to gauge student performance. And the entire program is correlated to the National Science Education Standards.
●
EACH CURRICULUM MODULE CONTAINS:
a CD-ROM with two Newton’s Apple segments, a video profile of a working scientist,
and additional audio/visual resources
● a teacher’s guide with lesson plans for six inquiry-based activities
● a Newton’s Apple videotape
38 topics in 19 modules!! Choose the curriculum modules that benefit your needs.
Physical Science
Air Pressure/Domed Stadiums
Electric Guitars/Electricity
Gravity/Rockets
Infrared/Reflection
Sports Physics
Hang Gliders/Surfing
High Wire/Skateboards
Spinning/Water-skiing
Individual Packages: $49.95
Three-CD collection: $119.45
Four-CD collection: $159.95
Life Science and Health
Antibiotics/Cancer
Blood Typing/Boner
DNA/DNA Fingerprinting
Hearing/Human Eye
Nicotine/Smiles
Earth and Space Science
Clouds/Weathering
Dinosaur Extinction/Earthquakes
Everglades/Sewers
Geothermal Energy/Glaciers
Greenhouse Effect/Ozone
Meteors/Solar Eclipses
Phases of the Moon/The Sun
To order by mail:
To order by phone, call toll-free:
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Fax your order to:
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Box 80669, Lincoln, Nebraska 68501 — 800-228-4630